Volume 38 Number 3 September 2003http://daddcec.org/Default.aspx?TabId=70&rssissueid=16
en-USkarla@findeight.comkarla@findeight.comThu, 17 Aug 2017 23:48:30 GMTThu, 17 Aug 2017 23:48:30 GMThttp://backend.userland.com/rssPackFlash Publishing RSS Generator Version 2.4.1.0Using Self-Management, Video Feedback, and Graphic Feedback to Improve Social Behavior of Youth with Mild Mental Retardation <em>By: Petri J.C.M. Embregts<br />
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<strong><em>Abstract:&nbsp;</em></strong>The purpose of the present study was to investigate effects of a training package on appropriate and inappropriate behaviors of residents with mental retardation with internalizing or externalizing behavior problems and the responses of staff to these behavior problems. The training procedure included resident training with video feedback and self-management procedures and staff training with video and graphic feedback. A multiple baseline design across residents was used. Results show increased appropriate social behavior for residents with internalizing behavior problems and decreased inappropriate social behavior for residents with externalizing behavior problems. The provision of video and graphic feedback also successfully improved performance of direct-care staff members. Recommendations are made for further investigation of variables related to behavior change of staff and residents.<p><a href='http://daddcec.org/Home/tabid/40/ArticleID/223/Using-Self-Management-Video-Feedback-and-Graphic-Feedback-to-Improve-Social-Behavior-of-Youth-with-Mild-Mental-Retardation.aspx'>More...</a></p>http://daddcec.org/Home/tabid/40/ArticleID/223/Using-Self-Management-Video-Feedback-and-Graphic-Feedback-to-Improve-Social-Behavior-of-Youth-with-Mild-Mental-Retardation.aspx
http://daddcec.org/Home/tabid/40/ArticleID/223/Using-Self-Management-Video-Feedback-and-Graphic-Feedback-to-Improve-Social-Behavior-of-Youth-with-Mild-Mental-Retardation.aspxMon, 01 Sep 2003 00:00:00 GMT0Defining Mental Retardation and Ensuring Access to the General Curriculum<em>By: Michael L. Wehmeyer<br />
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<strong><em>Abstract:&nbsp;</em></strong>Release of the most recent edition (2002) of the American Association on Mental Retardation's terminology and classification manual provides a point in time to consider ways in which mental retardation is understood and how that understanding contributes to educational practices to promote positive outcomes for students with mental retardation. Since release of the previous edition of the manual (in 1992) much has changed about the context in which educators work and students are taught. Language in the 1997 reauthorization of IDEA with regard to providing access to the general curriculum intended to align special education practice with prevalent educational reform initiatives. The shift in the 1992 definition and classification system (continued in the 2002 manual) toward a supports paradigm and defining mental retardation as a function of the interaction between a person's independent functioning and the context in which that person lives, learns, works and plays provides a framework within which we can consider how to more effectively enable students to gain access to the general curriculum.<p><a href='http://daddcec.org/Home/tabid/40/ArticleID/222/Defining-Mental-Retardation-and-Ensuring-Access-to-the-General-Curriculum.aspx'>More...</a></p>http://daddcec.org/Home/tabid/40/ArticleID/222/Defining-Mental-Retardation-and-Ensuring-Access-to-the-General-Curriculum.aspx
http://daddcec.org/Home/tabid/40/ArticleID/222/Defining-Mental-Retardation-and-Ensuring-Access-to-the-General-Curriculum.aspxMon, 01 Sep 2003 00:00:00 GMT0Computer Technology in Clinical Psychology Services for People with Mental Retardation: A Review <em>By: Sara Davies and Richard P. Hastings<br />
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<strong><em>Abstract:&nbsp;</em></strong>We provide a selective review, based mainly on publications from the past 10 years, of potential uses of computer technology in clinical psychology services for people with mental retardation and other developmental disabilities. The review is organized according to three general stages of a scientist-practitioner working model: assessment, formulation, and intervention. Examples of technologies that can facilitate the work of practitioners at each of these stages are given. In conclusion, we identify a number of practical difficulties with the uptake of computer technologies, and issues for future research. We also emphasize the potential for using computers to assist in staff training activities in mental retardation services, and supporting the advocacy activities of people with mental retardation and their careers.<p><a href='http://daddcec.org/Home/tabid/40/ArticleID/230/Computer-Technology-in-Clinical-Psychology-Services-for-People-with-Mental-Retardation-A-Review.aspx'>More...</a></p>http://daddcec.org/Home/tabid/40/ArticleID/230/Computer-Technology-in-Clinical-Psychology-Services-for-People-with-Mental-Retardation-A-Review.aspx
http://daddcec.org/Home/tabid/40/ArticleID/230/Computer-Technology-in-Clinical-Psychology-Services-for-People-with-Mental-Retardation-A-Review.aspxMon, 01 Sep 2003 00:00:00 GMT0Spiritual Dimensions of Bar/bat Mitzvah Ceremonies for Jewish Children with Developmental Disabilities<em>By: Gila Vogel and Shunit Reiter<br />
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<strong><em>Abstract:&nbsp;</em></strong>The celebrations of life cycle events that transcend everyday living are one of the experiences that engender spirituality. In the Jewish religion a bar or bat mitzvah ceremony is the rite of passage from childhood towards adulthood. Twenty-one youngsters with moderate and severe disabilities who attend two special education schools in Israel participated in group bar/bat mitzvah ceremonies. Children were observed during the six-month learning process and at the ceremony itself. Parents and school staff were interviewed as well. This study describes spiritual dimensions of the bar/bat mitzvah experience that were identified and shows that the youngsters could both express their own spirituality and impact the spirituality of others.<p><a href='http://daddcec.org/Home/tabid/40/ArticleID/227/Spiritual-Dimensions-of-Bar-bat-Mitzvah-Ceremonies-for-Jewish-Children-with-Developmental-Disabilities.aspx'>More...</a></p>http://daddcec.org/Home/tabid/40/ArticleID/227/Spiritual-Dimensions-of-Bar-bat-Mitzvah-Ceremonies-for-Jewish-Children-with-Developmental-Disabilities.aspx
http://daddcec.org/Home/tabid/40/ArticleID/227/Spiritual-Dimensions-of-Bar-bat-Mitzvah-Ceremonies-for-Jewish-Children-with-Developmental-Disabilities.aspxMon, 01 Sep 2003 00:00:00 GMT0Consideration of What May Influence Student Outcomes on Alternate Assessment<em>By: Diane M. Browder , Kathy Fallin, Stephanie Davis, and Meagan Karvonen<br />
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<strong><em>Abstract:&nbsp;</em></strong>Most states recently implemented procedures for alternate assessment for students who cannot participate in state and district-wide assessment programs. The purpose of large-scale assessments is to provide data for evaluation of students' achievement of state or local standards. Promoting achievement for students who participate in alternate assessment requires both understanding the parameters of the alternate assessment selected by the state or LEA and considering variables related to the student's individual education. This article describes the variables that may influence alternate assessment outcomes and offers recommendations for how the school team can enhance student achievement.<p><a href='http://daddcec.org/Home/tabid/40/ArticleID/221/Consideration-of-What-May-Influence-Student-Outcomes-on-Alternate-Assessment.aspx'>More...</a></p>http://daddcec.org/Home/tabid/40/ArticleID/221/Consideration-of-What-May-Influence-Student-Outcomes-on-Alternate-Assessment.aspx
http://daddcec.org/Home/tabid/40/ArticleID/221/Consideration-of-What-May-Influence-Student-Outcomes-on-Alternate-Assessment.aspxMon, 01 Sep 2003 00:00:00 GMT0Transition Services in Taiwan: Comparison between Service Need and Services Received <em>By: Li-Ju Chen and Dalun Zhang<br />
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<strong><em>Abstract:&nbsp;</em></strong>The purpose of this study was to identify transition service needs by students with disabilities and availability of services in Taiwan. The survey was conducted with 202 students. As a result of the study, eight service categories were identified: medical service, adult living service, working/living environment adaptation, professional guidance, psychological guidance, personal affairs, community learning, and continuing education. Results indicate that (a) the overall need for services is far greater than services received and (b) significant correlations exist among service needs, among the services received, and between service needs and services received.<p><a href='http://daddcec.org/Home/tabid/40/ArticleID/229/Transition-Services-in-Taiwan-Comparison-between-Service-Need-and-Services-Received.aspx'>More...</a></p>http://daddcec.org/Home/tabid/40/ArticleID/229/Transition-Services-in-Taiwan-Comparison-between-Service-Need-and-Services-Received.aspx
http://daddcec.org/Home/tabid/40/ArticleID/229/Transition-Services-in-Taiwan-Comparison-between-Service-Need-and-Services-Received.aspxMon, 01 Sep 2003 00:00:00 GMT0Explaining Physical Activity in Individuals with Mental Retardation: An Exploratory Study<em>By: Francis M. Kozub<br />
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<strong><em>Abstract:&nbsp;</em></strong>This study investigated physical activity patterns of seven adolescents with mental retardation over a seven-day period. Further, motivation, fitness levels, physical activity of one caregiver, and parent interview responses were triangulated to study this select group. Results indicated that two main factors explained physical activity in participants. A very large relationship existed between age and minutes of moderate physical activity and social reasons emerged as a key theme during caregiver interviews. Intrinsic motivation scores were high and amotivation scores were relatively low in the sample. Physical activity data resulted in 6 to 14 bouts of moderate physical activity per day lasting from 2 to 4 min depending on the case. This pattern of short periods of moderate physical activity is consistent with results from similar studies on children without disabilities.<p><a href='http://daddcec.org/Home/tabid/40/ArticleID/226/Explaining-Physical-Activity-in-Individuals-with-Mental-Retardation-An-Exploratory-Study.aspx'>More...</a></p>http://daddcec.org/Home/tabid/40/ArticleID/226/Explaining-Physical-Activity-in-Individuals-with-Mental-Retardation-An-Exploratory-Study.aspx
http://daddcec.org/Home/tabid/40/ArticleID/226/Explaining-Physical-Activity-in-Individuals-with-Mental-Retardation-An-Exploratory-Study.aspxMon, 01 Sep 2003 00:00:00 GMT0Parents Speak Out: Facial Plastic Surgery for Children with Down Syndrome <em>By: Jennifer Goeke<br />
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<strong><em>Abstract:&nbsp;</em></strong>Facial plastic surgery has been advocated as a way to improve the physical functioning, appearance and social acceptance of children with Down syndrome. However, there are also those opposed to this surgery due to concerns about its effectiveness, and potential physical and psychological risks. This qualitative study examined comments of 250 parents of children with Down syndrome and categorized their responses into positive and negative themes.<p><a href='http://daddcec.org/Home/tabid/40/ArticleID/228/Parents-Speak-Out-Facial-Plastic-Surgery-for-Children-with-Down-Syndrome.aspx'>More...</a></p>http://daddcec.org/Home/tabid/40/ArticleID/228/Parents-Speak-Out-Facial-Plastic-Surgery-for-Children-with-Down-Syndrome.aspx
http://daddcec.org/Home/tabid/40/ArticleID/228/Parents-Speak-Out-Facial-Plastic-Surgery-for-Children-with-Down-Syndrome.aspxMon, 01 Sep 2003 00:00:00 GMT0Cardiovascular Fitness of Young Canadian Children with and without Mental Retardation<em>By: Mike Gillespie<br />
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<strong><em>Abstract:&nbsp;</em></strong>Individuals with mental retardation (MR) typically exhibit lower levels of cardiovascular fitness than their non-disabled peers. However, there seems to be a gap in the literature with respect to comparative studies between younger children with and without MR. The present investigation compared cardiovascular fitness levels of youth with and without MR. Sixty youth (30 with MR, 30 non-disabled) performed a 20-m shuttle run designed to assess cardiovascular fitness. Results indicated that non-disabled children exhibited significantly greater levels of aerobic fitness than did those with MR. Findings illustrate the need for critical examination of physical activity programs for children with MR, as lags in fitness evidenced versus non-disabled peers approximately 50 years ago still exist.<p><a href='http://daddcec.org/Home/tabid/40/ArticleID/224/Cardiovascular-Fitness-of-Young-Canadian-Children-with-and-without-Mental-Retardation.aspx'>More...</a></p>http://daddcec.org/Home/tabid/40/ArticleID/224/Cardiovascular-Fitness-of-Young-Canadian-Children-with-and-without-Mental-Retardation.aspx
http://daddcec.org/Home/tabid/40/ArticleID/224/Cardiovascular-Fitness-of-Young-Canadian-Children-with-and-without-Mental-Retardation.aspxMon, 01 Sep 2003 00:00:00 GMT0